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ERIC Number: EJ1202164
Record Type: Journal
Publication Date: 2019-Feb
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
Reading Mathematics Text: A Study of Two Empirical Readings
Berger, Margot
International Journal of Science and Mathematics Education, v17 n2 p385-404 Feb 2019
This paper explores different ways in which mathematics students read a section of a prescribed mathematics textbook. In this case, the students are mathematics teachers learning new mathematics in a self-study calculus course. Two students were video-taped, while they studied a prescribed portion of the textbook. The reading styles of these two empirical readers are analysed according to how they exploit opportunities for learning from the textbook, how they inject productive knowledge such as prior knowledge, from outside the textbook, into their reading and how they make connections between different objects in the textbook. Their reading styles are compared to that of a hypothetical 'implied' reader. This implied reader engages with the text in a fruitful manner. The analyses are used as a platform from which to highlight productive and less productive ways for reading to learn mathematics.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A